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Building the 21st Century Researcher: A New Approach to Information Literacy
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Building the 21st Century Researcher: A New Approach to Information Literacy


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  • 1. building the21st centuryresearcher:a new approachto informationliteracy Melissa Corey Library/Media Coordinator September 2012 CLAA ConsortiumCC-licensed image via
  • 2. map of today’s presentation Rapid Change in Today’s Information Landscape How Kids Learn Today Traditional Information Literacy 21st Century Information Literacy Sample Lesson Protocol Where to Go for More LessonsCC-licensed image via
  • 3. CC-licensed image via
  • 4. hello, my name is . . . Yea itle ool b T ch r s in Jo f S Edu e o tate cati am y, S on N it C Your Name ... Favo ack d . . . g B ar rite kin orw oo F Colo L r oking LoCC-licensed image via
  • 5. rapid change How does the rapid change in technology, media, and society affect how we teach our kids to research?CC-licensed image via
  • 6. We’re in a technology tsunami. Whether you love itor hate it, ultimately we have to figure out how tosurvive it and make it work for us.- Peggy KlausCC-licensed image via
  • 7. “In times of change, learners inherit the earth,while the learned find themselves beautifullyequipped for a world which no longer exists.”- Eric HofferCC-licensed image via
  • 8. information overload How do we teach students to stayahead in an environment in which we can’t keep up?CC-licensed image via
  • 9. “One of the effects of living with electronicinformation is that we live habitually in a stateof information overload.There’s always morethan you can cope with.” - Clay ShirkyCC-licensed image via
  • 10. “It’s not about Information Overload.It’s about Filter Failure.” - Clay ShirkyCC-licensed image via
  • 11. protocol #1: think, pair, share Using your nametags, find the person who lives/work closest to you. Have a short discussion with your partner: How does this affect kids? How does this affect educators?CC-licensed image via
  • 12. digital natives Creating Fluent in technology Buying Communicating Socializing Sharing Fluent in digital language Analyzing Searching LearningCC-licensed image via
  • 13. The visual cortex is 20% larger than brains measured 20 years ago.In tests, digital natives retain90% of 100 pictures shown.
  • 14. concerns about digital natives Can students reflect? Are they critical thinkers? Do they consider ethics and respect? Does their health suffer? Are they too often bored and tuned out? Can they function in a community?CC-licensed image via
  • 15. digital immigrants Summarizing Fluent in traditional media Observing Reading Relating Sharing Fluent in social language Connecting Focusing WritingCC-licensed image via
  • 16. how kids learn today Reading visual images 3-dimensional space Visual/spacial skills Mental maps or paper-folding “Attention deployment” (multi-tasking) Fast response to both expected and unexpected stimuliCC-licensed image via
  • 17. In test, digital immigrants retain 60% of 100 pictures shown.In tests, pre-digital retain 10% of 100 pictures shown.
  • 18. “If all your kids learn to do is read and write,they won’t be literate.”- David WarlickCC-licensed image via
  • 19. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” - Alvin TofflerCC-licensed image via
  • 20. protocol #2: final word Using your nametags, find the person who is closest to you in number of years spent in education. What tasks are hardest for digital natives? For digital immigrants? First person shares an idea for 3 minutes. Second person can then agree/disagree, but first person does not talk until 1 minute has passed. First person then gets 1 minutes to have “last word.” Then switch roles.CC-licensed image via
  • 21. traditional information literacy Read Write ReportCC-licensed image via
  • 22. CC-licensed image via
  • 23. 21st century information literacyCC-licensed image via
  • 24. CC-licensed image via
  • 25. Access and Evaluate Information• Access information efficiently (time) and effectively (sources)• Evaluate information critically and competently
  • 26. Use and Manage Information• Use information accurately and creatively for the issue or problem at hand• Manage the flow of information from a wide variety of sources• Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information
  • 27. protocol #3: reflection on a word Using your nametags, find the person who is shares your favorite color. Use the envelope of terms provided to define traditional vs. 21st century information literacy.CC-licensed image via
  • 28. Traditional 21st Century Information Information Literacy LiteracyPrint resources are the main source of information Online resources are one of many sources ofand are considered to be the trustworthy and up-to- information and must be evaluated for date resources available. timeliness and accuracy. Final products of research are usually in print Final products of research come in many format. formats due to the use of technology. Focus is placed on relaying information and Focus is placed on evaluating information and synthesizing ideas. forming new ideas. Students focus on finding the right answer and Students focus on good information and receive a grade when assignment ends. learning continues when assignment ends. Librarian is seen as a pathfinder to new Librarian is seen as a guide to navigating the resources of information in all formats. physical space of the library. The library is always open, with an onlineThe library is a space with four walls that closes at presence that extends beyond school. the end of the day. Many sources of information is consulted as anOne source of information is consulted at one time. information “stream.”
  • 29. designing the lesson Content Process ProductCC-licensed image via
  • 30. content What do students currently know? What do students need to know? Pre-Assessment Safe “Failure” in Pre-Search Post-AssessmentCC-licensed image via
  • 31. process What can students currently do? How can we improve or modify their performance? Better Search Skills Evaluation of InformationCC-licensed image via
  • 32. product How can student show evidence of their learning? Sharing/Creating Citing/AttributingCC-licensed image via
  • 33. lesson steps Content Process Product pre-assessment pre-search search skills evaluation of info sharing/creating citing/attributingpost-assessment
  • 34. our topic Does shark cartilage have any effect on cancer?CC-licensed image via
  • 35. pre-assessment Google FormsCC-licensed image via
  • 36.
  • 37. failure in pre-search Open practice Just Google it!CC-licensed image via
  • 38. better search skills Examine Results Diagram SearchesCC-licensed image via
  • 39. DONT (or at least try not to as much as possible for Mrs. Coreys sake :) ) ...• ask Google a question • George Washingtons diary example• include articles like THE and AND • The Who and WHO example• use verbs when you could use nouns • Eat versus Food example
  • 40. Let’s Try It onDO (or at least give this a try for Mrs. Coreys sake. It will help! :) ) . . . ConceptBoard• Search Terms • Find specific search terms• Easy to Understand searchdiagram • Make sure your search is simple• Exact Phrases • Put quotes around exact phrases• Modifiers • Add modifiers like adjectives when needed• Synonyms • Find synonyms to try multiple searches
  • 41. evaluation of information “Wrong” “Right”Information InformationCC-licensed image via
  • 42. relevancy appropriateness detail currency authority biasr.a.d.c.a.b.CC-licensed image via
  • 43. Is the information relevant to the question at hand? Does the information I’ve found closely relate to my topic?relevancyCC-licensed image via
  • 44. Is the information appropriate to your age group? Is the information easy to read and understand?appropriateness google reading levelsCC-licensed image via
  • 45. Is the depth of coverage adequate? Are there supporting details for each main idea?detailCC-licensed image via
  • 46. Is the information up-to-date? Can you tell when theinformation was Does the source published? present new information? currency unc information timelineCC-licensed image via
  • 47. Is the website backed Can you by experts? determine the authors of the website? Is there an organization backing the website?authority wikidashboardCC-licensed image via
  • 48. Is the website commerical or non-commercial?Is the information presented objectively (when needed)? Is there a clear bias for a single viewpoint?biasCC-licensed image via
  • 49. verifiable?backed by sources? relevant to the topic?
  • 50. up-to-date?timely? UNC Information Timeline
  • 51. sharing/creating Endless PossibilitiesCC-licensed image via
  • 52. GO TO Post a sticky note with . . . • Link to your BEST website • Correct MLA citation of the source • A Creative-Commons licensed image
  • 53. GO TO Post a sticky note with . . . • Link to your BEST website • Correct MLA citation of the source • A Creative-Commons licensed image
  • 54. citing/attributing EasyBib Creative CommonsCC-licensed image via
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  • 57. post-assessment Google Forms Assignment ConferencingCC-licensed image via
  • 58. lesson steps Content Process Product pre-assessment pre-search search skills evaluation of info sharing/creating citing/attributingpost-assessment
  • 59. protocol #4: postcards Using your nametags, find a person who has an interesting looking forward/back. Look at one attribute of the lesson, which do you need to work on? Which do you think students struggle with?CC-licensed image via
  • 60. where to go for more AASL Lesson Plan DatabaseCC-licensed image via
  • 61. sources Digital Natives, Digital Immigrants by Marc Prensky: Information Literacy from Partnership for 21st Century writing/prensky%20-%20digital%20natives, Skills: %20digital%20immigrants%20-%20part1.pdfCC-licensed image via
  • 62. thanks and contact school email: gmail: twitter: @melissacorey diigo: image via